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This article started out with my being bothered by the fact that ‘OER adoption reliably saves students money but does not reliably improve their outcomes.’ ’ For many years OER advocates have told faculty, “When you adopt OER your students save money and get the same or better outcomes!”
Student: I’ll study whether students learn better with OER than with traditional course materials! There’s actually an entire website dedicated to the hundreds of media comparison studies that have found no significant difference in student learning. You’ve likely crossed over into the realm of OER-enabled pedagogy.).
Regardless of where you stand on the debate over open educational resources, you’re probably wondering: Does OER actually improve learning outcomes? At least, that was one of the main takeaways from a short session led by Phillip Grimaldi, director of research at OpenStax, a nonprofit OER initiative out of Rice University.
It also helps schools reach goals like higher student success, better data analysis, more robust cybersecurity and easier access to education technology, the report’s authors explain. SIGN UP: Get more news from the EdTech newsletter in your inbox every two weeks! Transfer Student Data Seamlessly Across Academic Careers. by Eli Zimmerman.
And they need to purchase the open access option for these articles so we can all read them.) I believe we’re seeing this same effect across OER adoptions, and have labeled it the Remix Hypothesis. Efficacy and Comparisons. That’s a fight I know OER can win. This is critically important to understand.
In conversations with edtech investors, some reported that the K-12 market has seen an influx of instructional content, particularly in the form of open educational resources (OERs). OERs are openly-licensed educational materials that can be downloaded, modified and shared with others to help support student learning.
In this ever-dynamic landscape, “common” standards for education seemingly get a bad rap, but they’re useful, particularly for the development and distribution of open education resources (OER). When OER curation was in its infancy, there were few common standards in place for vetting and cataloging this content.
In my recent post I asked us each to consider what “what is the real goal of our OER advocacy?” ” Stephen answers that his goal is access for all, and takes me to task for wanting more. Stephen’s goal is access for all. To me, access for all is a waypoint and not the end point.
However, the tool has some permission restrictions making it difficult for students to access and use—something Otte says he hopes to change soon. There are plans to add web-based registration, orientation, attendance services, and a more expansive OER library before 2020. According to. According to.
Next time around, I’ll share my notes on OER.). In terms of young people, immersive realities have the potential to address the characteristics of i nteractivity, connectivity, access identified in Eliza Dresang’s Radical Change Theory as critical in enhancing agency among digital youth. We are seeing movement way beyond hype.
However, at each level—middle school, high school, and college—these variations paled in comparison to a stunning and dismaying consistency. In the November 2016 Executive Summary , the researchers shared: When thousands of students respond to dozens of tasks there are endless variations. That was certainly the case in our experience.
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